This book explores the question of the boundaries of science and how it is addressed within the educational sphere. In a world marked by tensions between different forms of "knowledge" grounded in distinct regimes of truth — disciplinary knowledge, opinions, religious beliefs, disinformation indigenous knowledge, and so on — it invites readers to rethink teaching, particularly the teaching of natural sciences, and calls for approaches that do not isolate science from societies and cultures, while attending both to scientific communities and to scientists themselves.

Worldviews, Critical Thinking and Science Education presents studies from a range of academic disciplines that draw on original theoretical frameworks for conceptualizing science, teaching and teacher education, while considering different facets of the educational sphere (actors, curricula and instructional resources). This collection analyses the relationships between science and religion, conspiracy theories, scientific expertise and critical thinking. Finally, it offers transformative perspectives aimed at enabling schools to fulfil their mission of educating responsible citizens who are both scientifically informed and open to otherness.